International Journal of Nursing Education Scholarship最新文献

Intuitively, nurse educators know that graduate students in both master's and doctoral programs question their ability to succeed. The impostor phenomenon (IP) is an internalized sense of inadequacy and fear of being seen as a fraud in the presence of external indicators of authentic achievement, and experienced by high achieving, successful individuals. Fifty-three percent (49/93) of graduate students completed the CIPS survey, and 11 master's (regular streams & nurse practitioner) and two doctoral students participated in focus group interviews. The quantitative results showed that 88 % of participants experienced moderate to intense impostor phenomenon. Two themes emerged in the qualitative analysis: (i) experiencing the imposter phenomenon and (ii) managing feeling like an impostor. Descriptions of IP were similar across the three groups of participants. This research provides a foundational understanding of how IP is experienced by graduate nursing students.

Objectives: To examine whether e-learning activities on cognitive impairment (CI), continence and mobility (CM) and understanding and communication (UC) improve student nurses' knowledge and attitudes in the care of older adults.

Methods: A quasi-experimental single group pre-post-test design was used. We included 299 undergraduate nursing students for the CI module, 304 for the CM module, and 313 for the UC module. We administered knowledge quizzes, Likert scales, and a feedback survey to measure student nurses' knowledge, ageist beliefs, and feedback on the modules respectively.

Results: Participants demonstrated significantly more knowledge and reduced ageist attitudes following the e-learning activities.

Conclusions: Findings suggest that e-learning activities on cognitive impairment, continence and mobility, and understanding and communication improve knowledge and reduce ageist attitudes among nursing students.

Objectives: This study aimed to investigate the level of perceived competence and explore the predictors of competence in nursing students at graduation.

Methods: This cross-sectional study was conducted with students at the point of graduation (n=239). A sociodemographic form and three different scales assessing students' competence, self-efficacy, and self-reflection and insight were used to collect data. Visual Analog Scale (VAS) was used to assess students' satisfaction (i.e., the role as nursing students in the nursing program), job-related stress (i.e., perceived stress related to nursing program), and coping behaviors. The data were analyzed using descriptive statistics and hierarchical linear regression.

Results: The mean scores of perceived competence, self-reflection, insight, and self-efficacy were 5.25 ± 0.96 (range: 1-7), 54.51 ± 7.83 (range: 12-96), 33.36 ± 5.40 (range: 8-48), 84.13 ± 12.27 (range: 0-100), respectively. Self-efficacy was the most significant associated factor of the entire group of variables in competence.

Conclusions: Scores of perceived competence of students were optimistic. Self-efficacy was the most important factor affecting competence; that is, the greater the self-efficacy, the better the perceived competence.

Objectives: To test if two e-learning modules - one on cognitive impairment, and one on continence and mobility - in older people would improve the knowledge of nurse members from the Canadian Gerontological Nurses Association and College of Licensed Practical Nurses of Alberta.

Methods: A pre-post-test design was used to test 88 nurses' knowledge of cognitive impairment and 105 nurses' knowledge of continence and mobility and their perceptions of how the modules contributed to their learning.

Results: There was a statistically significant increase in practicing nurses' knowledge about cognitive impairment (0.68 increase), continence (2.30 increase), and its relationship to mobility. Nurses' self-report on the feedback survey demonstrated increases in knowledge, confidence, and perceptions about older people.

Conclusion: These results suggest the modules have strong potential to enhance practicing nurses' knowledge about cognitive impairment, continence, and mobility.

Objectives: The purpose of this study was to examine student and faculty perspectives of student incivility in the online learning environment and social media platforms and to describe the participants' recommendations for promoting civility.

Methods: Mixed-method design was used to collect data from a convenience sample of students and faculty in a nursing program in the Southeast United States.

Results: 53 faculty members and 203 nursing students participated, and the majority agreed that incivility is a problem to some degree. Several themes emerged for effectively promoting civility.

Conclusions: Incivility is a problem, but students and faculty believe the use of proactive strategies may be effective in promoting civility. Implications for International Audience: As more nursing programs move to the OLE, even if temporarily as occurred during the pandemic, coupled with the increase in social media use, there is need to recognize and implement strategies to thwart the incidence of incivility.

Objectives: Given the dynamic and high-stress environment of nursing education today, the need arose for the development and implementation of a novel peer mentoring program to support undergraduate nursing students. Peer mentoring refers to a network of support in which a more skilled or experienced person serves as a role model for a less skilled person for professional development and personal growth. Peer mentoring provides a support system that encourages self-confidence and increases self-worth for both the mentee and the mentor. The undergraduate student peer mentoring program in a large, Southeastern United States, university-based, 4-year school of nursing was created in response to a desire for more support conveyed by upper-level nursing students.

Methods: A model was developed whereby each incoming nursing student (Semester 1) would be paired with a senior nursing student (Semesters 3, 4, or 5). This mentoring dyad was then assigned to a faculty mentor who ensured that the mentoring relationship was functioning in accordance with established guidelines and provided support to both the student mentee and the student mentor.

Results: The first cohort was comprised of 20 mentoring dyads. Subsequent cohorts have ranged from 20 to 45 mentoring dyads. To date, over 300 nursing students have participated in the undergraduate peer mentoring program. Based on feedback from student evaluation surveys, both mentors and mentees appreciate and find value in the program. Approximately 93% of student mentors indicated that they would have appreciated such a program when they were first semester nursing students.

Conclusion: Some of the challenges of navigating nursing programs are not related to lack of academic aptitude. Rather, other challenges, including lack of social support and soft skills needed to successfully complete the first and second semesters of nursing school. These are critical challenges that a peer mentor could help to meet.